Keywords
criticism
How to Cite
Abstract
Replica de los autores a la revisión crítica: Guerrero-López, D. F. (2024). ¿Cuánto cuenta la definición en cognición numérica? Universitas Psychologica, 23, 1-3. https://doi.org/10.11144/Javeriana.upsy23.ccdc
Chu, F. W., Hoard, M. K., Nugent, L., Scofield, J. E., & Geary, D. C. (2019). Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability. Journal of experimental child psychology, 188, 104668. https://doi.org/10.1016/j.jecp.2019.104668
Frank, M. C., Everett, D. L., Fedorenko, E., & Gibson, E. (2008). Number as a cognitive technology: Evidence from Pirahã language and cognition. Cognition, 108(3), 819-824. https://doi.org/10.1016/j.cognition.2008.04.007
Jara‐Ettinger, J., Piantadosi, S., Spelke, E. S., Levy, R., & Gibson, E. (2017). Mastery of the logic of natural numbers is not the result of mastery of counting: Evidence from late counters. Developmental Science, 20(6), e12459. https://doi.org/10.1111/desc.12459
Overmann, K. A. (2019). Material Origin of Numbers. Gorgias Press.
Santana-Espitia, A. C., Otálora, Y., & Taborda-Osorio, H. (2022). Aprendizaje del conteo y los números naturales en preescolar: una revisión sistemática de la literatura. Universitas Psychologica, 21, 1-16. https://doi.org/10.11144/Javeriana.upsy21.acnn
Schneider, R. M., Sullivan, J., Marušič, F., Biswas, P., Mišmaš, P., Plesničar, V., & Barner, D. (2020). Do children use language structure to discover the recursive rules of counting? Cognitive psychology, 117, 101263. https://doi.org/10.1016/j.cogpsych.2019.101263
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